Quarter 3 Week 5 February 3-7, 2020

TeacherMelissa Forney
Subject AreaELA/Reading
Grade Level7
Week #23
Unit of InstructionWritten Book Reports, Essay Writing, Spelling and Vocabulary, Finish Submerged and Hatchet.
Standard(s) Taught

LAFS.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence
ideas or events).
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact
of a specific word choice on meaning and tone.
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
LAFS.7.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
LAFS.7.RI.3.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the words).
LAFS.7.RI.3.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
LAFS.7.W.1.1c Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), reasons, and evidence.

Learning Targets and Learning Criteria

My students will finish their novels, Hatchet and Submerged.

My students will learn high order vocabulary and their spellings.

My students will read an article about banana splits, watch a short video, and on Friday we will have Banana Split Day.

My students will make sure they write in complete sentences, use good handwriting so I can read it, start all sentences with capital letters, and end with periods at the end of each sentence.

Classroom Activities

1. demeanor (n) – outward behavior or attitude: She helped bandage patients in the field hospital because she had a kind, helpful demeanor.
2. negligent (adj) – failing to take care of a person, animal, or object: When Julie was negligent in taking care of her hamster, her mother said she could not have another pet until she learned to give him fresh water and food.
3. allege (v) – claim or assert that someone has done something illegal or wrong, typically without proof that this is the case: Darby didn’t want Tray to allege that he had started the fight because Tray had caused the whole thing.
4. derogatory (adj) – showing a critical or disrespectful attitude: Even after his teacher tried to help him with his project, Walter’s derogatory attitude was an embarrassment.
5. obnoxious (adj) – extremely unpleasant: I baby sat 4 year old twins, and both of them were obnoxious and out of control.
6. allocate (v) – distribute for a specific purpose: I helped Mrs. Ventura allocate the new school supplies for all of the new teachers.
7. devastate (v) – to destroy or ruin, to cause extreme disappointment: It would devastate my mother if I didn’t go to college after high school because she has worked and saved money for my tuition for years.
8. omit (v) – to leave out: The coach had to omit three want-to-be players because there were too many for the team.
9. alternative (n) – one or two more possibilities when the first idea doesn’t work out: The alternative to playing tag football at the park was going to Hangar 15 to jump on the trampolines.
10. devious (adj) – underhanded, deceitful, dishonest: Cindy’s devious ways caused her to be very unpopular.
11. opposition (n) – a group of rivals or the competition: Coni hoped she and Tormund would win the dance competition, but the opposition was too strong.
12. amendment (n) – a minor change or addition designed to improve a text, piece of legislation, list of bylaws: The Amendment to the Constitution proved to be a power and much-needed piece of legislation.
13. devour (v) – to eat quickly and totally: The girls basketball team gets so hungry after practice I’ve seen them devour their burgers, fries, and shakes in a matter of minutes.
14. oppress (v) – to persecute or abuse a group of people: Male movie directors and television directors should no longer oppress women directors who want to showcase their talents in the field of directing.

Assignments Due

Monday – What is a banana split and where did this American tradition come from? How is it made? On Friday, we will find out. Introduce Spelling and Vocabulary for the week. You will be tested on these on Friday. Read banana split article aloud as a class. Read Hatchet or Submerged. Small group and whole group
lessons. Think Cerca. Watch Video on banana splits. Bring your book report book tomorrow! Don’t forget.
Homework: Write sentences using vocabulary words 1-7. Sentences should show that you understand the meaning of the word and have used it correctly. Parents should sign. Read Banana Split article out loud to
your parent.

Parent Signature________________________________________

Tuesday – Check Homework: sentences 1-7 and banana split article. Think Cerca. Review vocabulary.
How can we use these words to score higher in our writing and reading? Write BOOK REPORT IN CLASS.Homework – Write sentences using vocabulary words 8-14. Sentences should show that you understand the meaning of the word and have used it correctly. Parents should sign.

Parent Signature_______________________________________

Wednesday – Independent Reading. Some kids will report to work on reading/writing skills with Mrs. Cornelius. Others will work on iReady on the computers. Others will work with Dr. Forney on iReady workbooks. You will also turn in your homework sentences.
NO HOMEWORK

Thursday – Review spelling and vocabulary. Read Civil War/Underground Railroad play together. Compare to nonfiction article on the Underground Railroad.
Homework – Read for 20-30 minutes. Study spelling and vocabulary for tomorrow’s tests. Parents should sign.
Tomorrow is Banana Split Day. Don’t forget to bring the toppings you were assigned!
Parent Signature______________________________________

Friday – Spelling Test. Vocabulary Test. Banana Split Day!

Parents,
Two big things this week: our book reports, which we will write in class on Tuedsday and Banana Split Day, which we will enjoy on Friday. Please check your child’s grades weekly. Look for missing assignments. Remind your students to get caught up at home.

Additional Resources

Watch You Tube video about banana splits. Participate in discussion.
2. Read the article about banana splits and highlight any word you do not know. We will discuss these.
3. Go over spelling and vocabulary words for the week.
4. Volunteer to bring something for Banana Split Day. Bringing______________________ on Friday.
5. Write sentences using vocabulary words 1-7.
6. Participate in discussion.
7. Show Dr. Forney your homework and parent’s signature.
8. Write book report book in class.
9. Write sentences using vocabulary words 8-14 for homework. You may begin in class if there’s time.
10. Participate in discussion.
11. Have your book in class the day of the book report.
12. iReady computer or iReady workbook or work with Mrs. Cornelius.
15. Read 20-30 minutes at night.
16. Study for spelling and vocabulary tests.
17. Do something kind for another Ivy Hawn student or teacher.
18. Make a Valentines Day card for your parents.